"What do I do with the data now?": analyzing assessment information for accountability and improvement

Most colleges and universities have implemented an assessment program of some kind in an effort to respond to calls for accountability from stakeholders as well as to continuously improve student learning on their campuses. While institutions administer assessment instruments to students and receive...

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Bibliographic Details
Published inResearch & practice in assessment Vol. 3; pp. 4 - 10
Main Authors Pieper, Suzanne L, Fulcher, Keston H, Sundre, Donna L, Erwin, T. Dary
Format Journal Article
LanguageEnglish
Published Research & Practice in Assessment 22.12.2008
Virginia Assessment Group
Subjects
Academic Achievement
Accountability
Case Studies
College Outcomes Assessment
Competence
Educational Benefits
Educational Indicators
Educational Research
Educational Strategies
Expectation
General Education
Student Educational Objectives
Student Improvement
Student Participation
Virginia
Virginia
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Summary:Most colleges and universities have implemented an assessment program of some kind in an effort to respond to calls for accountability from stakeholders as well as to continuously improve student learning on their campuses. While institutions administer assessment instruments to students and receive reports, many campuses do not reap the maximum benefits from their assessment efforts. Oftentimes, this is because the data have not been analyzed in a way that answers questions that are important to the institution or other stakeholders. This paper describes four useful analytical strategies that focus on the following key educational research questions: (a) Differences: Do students learn or develop more if they participate in a course or program compared to other students who did not participate?; (b) Relationships: What is the relationship between student assessment outcomes and relevant program indicators (e.g., course grades, peer ratings)?; (c) Change: Do students change over time?; and (d) Competency: Do students meet our expectations? Each of these strategies is described, followed by a discussion of the advantages and disadvantages of each method. These strategies can be effectively adapted to the needs of most institutions. Examples from the general education assessment program at James Madison University are provided.
ISSN:2161-4210
2161-4210